The educational principles and methods of the Philippine school system and their adaptibility to the present needs of Siam

IMiGt LISRAftY 6P PbUCATfOW

UNIVERSITY Or CULiFORPM^

BE«K€LEY. CAUFO/»W»A«

UC-NRLF

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f >

The educational principled and methods of the Philippine school
system and their adaptability to the present needs of Siam

By

Bertram Bethuel Bronson
A.B. (Nazarene University) 1915.

THESIS

Submitted in pp.rtial satisfaction of the requirements

for the dep;ree of

UAST-m OF ARTS

in

Education

in the

GRADUATE DIVISION

of the

UNIVERSITY OF CALIKPNIA

Approved

Instructor in Charice
Deposited in the University Library

Date Librarian

ONPEPT-

C OBTEHTS

Preface • «»#9«>9f#p«. p.i-lli

Introduction

World's interest in Philippine colonial

policy - principles of President McKinley -

the ideals of the American school system in

the Islands - the whole plan purposive -

the chief characteristics of adaptability

and plasticity - the influence of the

school in occupation of '98 - breaking the

ground for the Burenu'a work - freedom of

teachers and staff - the work experimental -

the teachers' interest - the Peoples'

interest • the effectiveness of the Bureau

of Education - its organization by Dr.

BarroT?rs a marked success — p .1-10

Chapter I

The principles of the Hillippine System.
1^. Principles. Adaptation to natural
"Conditions end resources - an agricultur-
al people ?/ith physical needs greatest -
under bordens .

2. Principles based on existing needs -
no selfish motive in f'overnsaental plan -
aim altruistic and well rounded (a) con-
sideration of world markets in plan for
development (b) develop.ient with exist-
ing industries as basis (c) purpose in
social developiiient (d) health considera-
tions - various principles involved - the
end of tJiia induistrical education - civic
and social regenerallon important - the
part played by health conditions

3. Principles based on psychological condl-
Tiona •• use of natural agencies to aid

mental processes - the chief charactoristlcs
of mind « racial and tribal hinderances -
the three general directions of work:

(1) development of strongest qualities

(2) creation of new Int^irests (3) changing
of habits - some native traits used »• basis

of appeal - things to be changed ..•»•*.••••••• pp .11-28

Chap ter II

The Methods of Applying these Principles.
Nature of the ca?gan of nethod * its offices -
first methods of proceediu"'e - the teacher -
the method of unifying the work - language -
development of the syston - schools - the
districts • co-operation of the people « the
native teacher - his value and usefulness -
practical methods used 1. tiio gradtial growth
frori hcs-ne industries 2. progrssj^lve agricul-
tural plans 3* social a^^enciea and methods
4. methods of treating psychological conditions -
some agencies In use.... .. •♦•♦«♦•#•*•• pp. 29-45

Chapter III

The Adaptability of these Principlos and Methods
to the He© da of Siom*

1. Natural conditions considered - the first
gr-ound for applying the principles and methods
of the Philippines (a) comparison :;s to geogra-
phical location (b) Similarity in climate,
topography, soil, and seasons (c) ccsnparlson as
to products and honie industries at the time
of the American occuj>ation of the P.J. (d) the
two populations, racial traits, life, habits -
the lingiiiatic aituotloi. (e) sane cawion points
in historical backrTound. - religious influence
in life • the part of aniiiiisin - tlie folk-lore,
fetish and religious rites and of ft, rings.
8. 'ilie Present Status of the Siamese education-
al syst-em.- number of years organized - measure
of its success by influence in nations * life and
interest of the people - the organization -

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instntotioa - oatlined 9U8ge»tioi28 • pp .46-65

PREFACE

The problem of education In the Par East has become
one of vital interest to rae since ray journey throu^
Japan to China to the "Oriental Land of the Free",
geographically designated as Siain. 'What impressed me
most was the inadequacy of the existing schools to
meet the needs of the masses of the people. As one
teacher said in a Chinese College, "the people do not
know how to use the simplest things of the sciences,
arts and trades". But most striking is the utter
failure of the schools to meet the needs of those
people whose sustenance depends on the products of the
soil.

I feel justified in making this criticism, especially
In relation to Si am where the people are almost entirely
agrarian and partially nomadic. Tiieir needs are keen,
not only in respect to physical development but also in
r elation to purely intellectual ideas* There is not in
this land the same intellectual craving among the people
as in China and there does not seem to be a strong enou^

ii.

Incentive in the present to stir the people to think and
act. Many excuses have been offered for this condition,
but they do not suffice, and in no way can reasons be
offered as to why the system should fail to achieve as
much as has been done In the Philippines where the people
seem to be of the same stock as the Siamese and certainly
have the same characteristics.

My interest in the work among the Filipinos began
while directing the work of the Nan Boys' Academy in
Muang Nan, North Siam. It has been increased by the
friendship of a few Filipino boys who are the products
of the work, and it has been intensely aroused by the
ccHTiparative study as this thesis was being prepared.

I am indebted to many for valuable aid, especially
to President David P. Barrows for the use of his fine
collection of books, pamphlets, and catalogues on this
subject. Further, to Dr. Lewis Hillis, for suggestions
from a first hand knowledge of affairs, there is a debt
of gratitude, as also for valuable suggestions for back
ground reading for this interesting study* It has
yielded personal satisfaction in that it has clearly
shown that there Is a solution of the problem of ineffective

lii

unadapted oducation which la praotloal Instruction.
It is the typa of public instruction that enlists tha
interest and co-operation of the people as a whole,
because it affects their well being.

*♦***•*♦*******

THE EDUCATIONAL PRIKCIPL*^S AND MTTHOC' S OF THE PHILIPPINE
SCHOOL SYSTEM AND THEIR ADAPTABILITY
TO THE PRESENT NEEDS OP SIAM.

Introduotlon

The eyea of the Diplomatic World were on America when
In 1900 she undertook the task of governing the Philippines.
They wondered concerning her colonial policy. Would she,
like the European nations, make her mandate the opportunity
for exploitation? When she proposed to make education the
chief agency and the end the Ideal of democracy and demo-
cratic thinking, we only invited contempt and gnt It.
However, today the greatest Illustration of colonial
development Is the scorned Idealism, and that because the
first aim of the task was complete education and there was
no selfish exploitation, no paternalistic government, and
no mere sop in educational practice as ordinarily presented
by governments to their subject people. America's task
was not merely the building of the system from the ground
up; It was preparing the ground. Removing the suspicion

d

againat the white man and hie oonduct In the orient « and
the removing of the Filipinos' opposition to the Spanish
Primary School System whioh they hated, waa the first
step in the xindertaking.

To-day the eyes of the Educational World are on the
Filipino people, beoause a race, whioh was considered by
commercial e^loiters an4 even by some enlightened Europ-
eans as impossible of development, has perhaps had a

more rapid economic development in two decades than any

1
other country, due to education. The policy stimulat-
ing this is expressed in President MoKinley's address
to the Philippine Commission, stating, "that the
Commission should bear in mind that the new government
was not designed for our satisfaction, nor the express-
ion of our theoretical views, but for the happiness,

3
peace, and prosperity of the Philippine Islands,"

This spirit has permeated the whole machine of
American governmental development, and has won the

Paul Monroe, in Asia, January 1920, p. 81.
3
President MoKlnley, In Address by F. Crone, in
H. E. A., 1915, p. 166.

3- 4

hearts of the people principally through the work of
the eohool system. Thus they have been persuaded of
our benevolent intentions and have so heartily co-oper-
ated that there oannot be found a parallel polioy« and
development in history. The core of the whole systen
which has been so successful is, that the Bureau of
Education in promoting "the happiness, peace and pros-
perity" of these peoples « has prepared the people to make
a happy living under the most practical conditions of
democratic choice. The world is full of systems of voca-
tional training but in no other case is there worked out a
system which in its entirety is bent on making the people
develop along their natural lines and use the natural
tools and conditions as in the Philippines. Nor is there
such a system of adapted Industrial instruction given with
the intention of instituting democratic ideals. The
system which in almost an arbitrary way is bent on teachtng
the child to live is giving power of choice in the
proper place. In this respect the educational policy
which the United States has adopted in dealing with the

1

Filipinos is without a parallel in history.

Philippine education is purposive. In the great
plan of developing the people themselves the highest
ideals have been chosen and the most praotioal methods
of achieving them have been used. The political as
well as the economic end is a free and capable people.
The means of attainment is by education. "Those in
charge believe it is the function of a public school
system to prepare every boy and girl for the happiest,
freest, and most efficient life possible in a sphere to
whioh his actions will probably be confined." The only
limit to the sphere of activity is the volition of the
child or the economic condition of the home, for the way
is ever open for him to rise to the highest place. The
Philippines' middle class and political leaders are for
the most part rising out of the once submerged low class.
The two most characteristic qualities of this purposive
educational system are its adaptability and its plasticity,

1.

Worcester, Philippine Islands Past and Present, V.^,
p. 531.
2
F. Crone N.E.A., 1905, p. 166,

In the first dB.y» of American oooupatlon, wherever tbe
Amerloan flag k&b raised there a aohool wae started. At
first the teacher was very often a soldier put to the task
of Inetruotionj and in many oases the first pupils went to
school at the point of the bayonet. General Bell, in
charge of the Phill^^plne forces, said that the establish-
ing of a school was worth as much as a company of soldiers
in a town toward the establishment of peace.^ The early
teacher was not hampered by traditions binding in other
fields, but was free to adapt his instruction to the minds
of the people. Too often he found the teaching of the
"three H's" inadequate and almost always he changed his
educational method that it might be adapted to the environs

and conditions of the peoole, taking into account their

2
needs. Often he was forced to leave these only as a back-
ground, laying emphasis on the teaching of crafts that

i

Goods, ?. Our Educational Experiment in the Philip-
pines, p^. 4, 5.
3

Arnold, Education in the Philippines, p. 338.

would iaprovo the homo life of the people, teaching eanitation
to save life, and teaohlng English ae a basis for a large
life through study. Thus the early system was the result *-
of the personal contact of the taaoher and people » and it
is from these and further studies in the field itself
that the present system has grown. It is a oonposite -
of reoonnendations of hundreds of teachers scattered
throughout the Archipelaga, and these reports have
been based on hard earned experience . The early adminis-
trators also were tinhanpered by tradition and had only the

govemnent to look to for direction, and so they aade it a

8
great ei^eria^sntal ground. Thus this systea built by an -

adaptative growth has ever renained plastio, ar.d these two

eleaents have ever kept the system of the highest usefulness

and given the sohools an unprecedented plaoe in the hearts

of tha iJ6or-le. It was the teacher's and siq>erintendent*s

task also to know the needs and provide the material of

learning to meet them. Tt was his duty to hold fast to -

all that was best in Filipino oharaoter, and supplement it

f-

Worcester, Philippine Islands Past and Present, V.3,
pp. 504, 505.

a

Orone, M. E. A.. 1915, 166 ff.

8

1
with tha best we had to offer. And we kaow he went to

3
work to eolve the taska with an earnestneas unsurpasaed.

Inside of a few years they won the favor and co-operation

of the people whioh has resulted in insistent demands for

more schools, even among the wild tribes of the Igorots

and among the anti-ohristian Uoro tribes. A thousand

sohools could be bisilt tomorrow and all filled were there

fimds to carry them on and sustain a high standard. There

are over six hundred thousand in the schools, about one Inin-

dred thousand have been turned away inside a year and there

are two or three hundred thousand who would like to enter

but oannot because of economic conditions of the home th(t

require their presence there rather than at the school.

The school in many a town is looked up to as the pride of

the town; it is the fountain of Inspiration; it is the

3
open door toward a better living.

I

Crone, National Educational Association, 1915, 167ff.
2

Ibid., 166.
3

Goode, P. Our Educational Experiment in the Philip-
pines, pp. 4,5.

9.

This extensive work has been made possible only through
the central organization of the Bureau of Fducation. But
It is Interesting to note that the policy and organization
of this Bureau has been the result of gradual crystalliza-
tion of practical experience. It took permanent form in
1903-4 under the direction of President Barrows of the
University of California, then the Director of the Bureau
of Education. It is one of the most absolute of bureaus
in existence today. It is organized and equipped for
effective work, and can carry out promptly and effectively
the policies determined by the central office. At the
same time it is still growing, still enlarging, still
learning more of the people, their needs and th^ remedial
agencies. The directors are most willing to get advice
from the teachers and superintendents and forge the
policies of the Bureau in accordance with these ideas
given from the field of action.

This Bureau through its years of service has brought
about a profound change in public sentiment. It has creat-
ed new ideals, new ambitions, new hopes. The Influence
from the school has reached the home for not only

10

mental and physloal lmproT«nent , but also for moral and
splritxMil. The change wrought has been of baelo im-
portance to the country. The results gained are as great
as they are because of the recognised need of changes that
are fundamental. When at the first it was apparent that
any educational system adhering cloaely to acedemi*^
studies would simply serve to perpetuate the poverty and
servile conditions of the people, those in charge of the
situation, being free to work out their beet plana, saved
the situation by daring to ignore the force of tradition,
and they have proved to be the savers of a people.

Because of the marked success of this educational
experiment we wish to make an analysis of the principles
which were the basis of this exceptional m.ethod that the
same principles nay be adapted to the educational needs
of the people and schools of Siam.

11

Chapter I

THF PRINCIPLES OP THF SYSTEM.

The educatloiml policy of the Philippine Islands
was not an assimilative policy. Its end was not be

>-Six

Americanize nor Anpflo-Sixonlze, but to make better Fll-

1
Iplnos. It did not aim to suppress native character

nor sacrifice any of Its excellency. Its purpose was to

help them to adopt and fit to their own conditions and

purposes the common civilization of the Western world.

Principles Involved Not only In the days of definite organlza-
, Adaptation to Natural

Conditions and Resources. tlon In policy and practice but In the ear-
lier formative periods the teacher and
supervisor and director saw the necessity of maklrpc the
educational training adapt Itself to the natural condi-
tions of the country. This meant at once the persuance
of an agricultural program.

At the time of American occupation the census showed
that of 1,958,400 men engaged In occupations 1,145,230

1

Barrows, D.P., Fifth Annual Report of Director of
Education, 1905, p. 15

12.

were fanners or farm laborers. The majority of these

owned their own farms which were of an averap;e of about

nine acres. "The hope of the school Is to solve this

1
problem of making better farmers." In spite of the fact

that such a large part of the workers are independent land
holders. In order to live and prevent starvation they are
forced to borrow from the wealthy proprietors which means
the continued mortgaging of the future. In spite of the
richness of the tropical lands, the abundance of natural
foods, and aids In development, the people were undernour-
ished and unprotected, and thus continually subject to the
ravages of disease.

The first consideration, therefore, of this purposive
education was to make the land serve and adequately sustain
the people and the people develop the land as a foundation
of a higher development.

How absurd it would have been to neglect or Ignore
the great question of agricultural development and train-
ing when most of the people live in towns and villages

1
Barrows, D.P., Fifth Annual Report of Director of
T^ducation, Philippine Islands, p. 16.

13.

at the edge of their rioe fields, and most of them are

1
very fond and careful of their little estates.

But the laok of proper implements and also of the

proper water supply make It Impossible for them to make

a living and they must fall hack on day labor zor some

large proprietor or have other income from a small

family industry. In very few oases is the Filipino

an Independent farmer and at almost all time he is at

2
the mercy of the money lender.

Principles Involved. "Their betterment is the task of

i. Principles of Education education in these islands. Very
Based on Existing

Needs of the differing policies have been held
People.

before the American Government in the

Islands; policies of economic develop-
ment by outside capital and Imported labor; of the grant-
ing of large franchises » the creation of large corpora-
tions; the development of a great commercial colony, but
for the educator the ideal to be achieved here is that of

I

LeRoy, J. A,, Philippine Life in Town and Country,
pp. 44, 71

2
Report of Philippine Commission, 1900, Vol. 4, p. 99.

also LeRoy, Philippine Life in Town and Country, pp. 44,11.

14

a pprowlnif, thrlvlnp population, able to speftk a ccmmon
lanf!!uap:«, two third a a^rl cultural, all economically Inda-
p«nd«nt, owning the farma they till, trained to better
method « of agriculture and industry, able to read and under-
stand the newspapers, *>le to keep accounts, to figure out
profits. Interest, c«MiBnl88lon and other simple matters of
business; subsisting on a more varied and nutritious diet,
living in better houses, in -rUlaines and towns with sanitary
sources of water supply and sanitary systems for the dis-
posal of sewerage; the government of which conmunltles the
people shall understand and In which they shall actively
and intelligently participate. These are the results

which this Bure«%u is spending nine tenths of its thought

1
and effort to help attain."

Practical instruction In relationship to the needs of

the people «m we find them Is, then, the purpose of the

system. The consideration of the mental qualifications of

the people in this vocational syatero sill be discussed in

the next general topic, number S. The considerations on

which efficient instruction was first and Is still given

Barrows, D.P., Fifth Annual Report, Director of Fdu-
oation, pp. SO, 21.

15

are grouped as follows:

a. Instruction in lines for production that will
be recognized In the world's aiarketo. If the people are
to prosper and develop they must have the encouragement

of aohievement in world spheres as well as of the finandial
returns themselves.

b. Education must be along the lines of the preseil
industries, and these lines of work already existing mus^
be developed as paying propositions to the people. In
the faam industries, textiles and traders, or whatever
crafts there may be, the aim of the Bureau of Education is
to make them a means of livlihood, social and economic
development, and character building.

o. The school life mytst create a new social life
and must bring a social unity. That will result in an
intelligent participation in government by all, in other
words, there must be universal suffrage. It must train
for citizenship and must instill the true idea of publio
service.

d. The Department of Education must improve the
health of the people by introducing new foods, instruotS^S

16.

In the care and development of the body, and also bring
to the consciousness of the people the need and beneficial
results of sanitation.

In the producing of goods for a world market there
are other elements than the immediate return of financial
gain* It requires that they know the products that are
marketable, and in what quantities. It teaches the pro-
portion of production *nd also It challenges them to
develop a real skill, that the articles produced may bring
a fair profit*

Ho considerable branch of exportation Is found which

does not come from the vegetable kingdom, obtained in the

1
first instance by field labor. The hope, then, of the

2
nation is in the development of the peasant producer,

the development of the land, the natural products and

then those adapted, the natural resources such as water

supply, and improvement in tools and methods. Where much

was produced in the way of rice, cocoanut, sugar, etc., it

was on the estate of the landed owner and by the tenants

1

R(»port of the Philippine Commission, 1900, Vol.4, p. 6
2

Barrows, D.P., Flghth Annual Report of Director of
Mu cat ion, p. 9.

17.

on the Indebted peftsant proprietor. There was therefore
no Inspiration to develop or to increase production among
the masses who most needed Improvement. The hope for a
free people Is their independence in aprioulture and the
trades; and this freedom is the hope of the Islands*
To awaken the dependent fajnner is no small task. Hie
labor, such as it was, brought but little in returns to
himself - to get him to increase his efforts therefore,
he must see the benefits of hi& labor. This has been
one of the principal objects of the educational develop-
ment. Rome of the principles involved are, (1) to
develop a sympathetic and enthusiastic attitude toward
labor, (2) to cnoouratre industrious habits, (3) to teach
the fundamentals of good craftsmanship, (4) to teach trades
by which the pupil may live and improve his condition
when he leaves school. The true end of the Industrial in-
struction is (1) to teach character, the value of labor,
skill, etc., (2) the development of local industries
along the existing lines - improving natural products and
methods, and, (3) the marketing of the products In a
beneficial way.

18

Previous to 1698 there were onlj a half-dozen
seoondary aohools In the Islands and these as well as the

primary sohools were for the boys and girls of the landed

1
arlstocraoy, offering no chance for the masses. We hard-
ly wonder that the Filipinos revolted against the rule of
Spain when we see how surely she planned to keep th« pecrle
servile. Woman's position was high, parallel to man's. In
soolal life, in the house, and in business she was his
equal. But they have never enjoyed the same educational
privileges, and perhaps never will be entirely on the same
plane, but the hope of the land, nevertheless, depends on
educated womanhood. The purpose of the United States in
respect to citizenship is to educate all the children and
tbts produce a race with suffer&ge rights based on true
literacy; to educate a body of leaders from among their
own people t ready and able to govern with equity a long
suppressed lower class; to educate and thus break down the

Le Roy, Philippine Life in Town and Coimtry, p. 309
3
Bu-rrows, D.P, , Eighth Anntial Report Director of
Education, "pp. 40. 41.

19

barrier between the upper and lower olaaaes by the creation
of a democrat io middle olaae. The ohiaf obataole to eoolal
and economic progresa was "caclqulan" or "boaalam". There
waa no hope of true development until It should be removed
Education of course la the agency, and the results attained
are moat striking. The aim of the school Is to create a
better home atmosphere, to make a new aplrlt In the home.
In the community the aim has been civic righteousness and
unity, by creating public spirit which centered from the
first In the school and Its new activities, and now extends
into all the country.

The matter of Improving the health conditions has
been for the aost part the concern of the Bureau of Edu-
cation. From the first the teacher was as Interested In
the life conditions of the people as he was in giving In-
structlon. He realised that his work touched the whole
life of the people, and that his work must affect and be
sffccted by the whole of the social fabric. The first
American teachers saw the pitiable poverty and constant
hunger of the people. The helplessness of the people

20 <

In the midst of imllmlted resources was what put the
teachers on their mettle. These resources were unrecog-
nized and unused. Then, there was no co-operation in

the system nor from the people, though all the teachers

1
were working for their betterment. Tlie alms that were

conscious and developing were, (1) To Improve the diet
of the people by Improving the local foods and their
preparation, and by the Introduction of new foods to
supply the lacking food qualities needed for a balanced
diet. (2) To Improve the physique by better food and
universal physical training. Many were going on by sheer
force of will, since their bodies which were well formed,
supple and enduring could not sustain them In the work
to be done. (3) To Improve sanitary conditions, remov-
ing the causes of disease and the agencies by which It
spreads, and giving instruction in combating It in specific
cases. (4) To overcome physical defects of eye, ear or
any organ of the body, by means of pr':>ner medical atten-
tion.

1

H. Miller, In National Educational Association
Report, 1915, p. 1116.

21

To describe fully the conditions of the Filipinos
at the time when our government took over the Islands is
Impossible here, but suffice it to say that most travelers
and dwellers in the Par Fast thought it impossible to
ever bring such ideals as ti e Bureau proposed into the life
of this backward race; and it was only because of in-
vincible faith and Incomparable zeal, that, by steadfast
labor, the government has practically accomplished its alms.

Principles Involved This Purposive Education has for its aim the

3. Psychological highest possible development of the natural

principles based

on the condition mental characteristics. This naturally la

of the mind of

the people. the result of the belief that mental character-
istics are in accord with the natural surround-
ings. If life conditions call for a struggle and the
creation of new life habits then the mind will be by
nature creative. But in the Philippines there is no
demand for a conflict. All that is required to perpet-
uate life la the development of the abundant resources.
This simple adjustment to life does not make creative,
but rather imitative minds. These strong social traits
and the lesser ones also have had a great part in the
present constructive system of instruction.

3

*»

At first «oai« thought tha BX>8t diffioult problem
would be to unify the very widely differing tribee or
to adapt a mtMf aided syeteat to meet their individual
social oharactsriotios. It wae soon discovered, how-
ever, that the social stock is honogeneous - that the
varying degrees of civilisation and praotioal diverg-
ences £^re not as gr at as the social honogen^ity.
The difference, as expressed among the tribes them*

selves, are sore tsarked by the religious differences

1
than by tribal oharaotaristios.

At first thers were no nieneral principles which

were worked out by the Bureau of Education, but each

teaoher and superintendent sought out the psychological

basis for his work, and these findings were oolleoted and

ttssd by the Diraotor in the educational policy which has

since been followed. The most direct benefit gained by

this initial work was the friwidship and good will these

pioneers won from t he people. No such analysis as the

1

L« aoy, Ja«s», Philippine Life in Town and Country,
p. IS.

following has been put in printed form and yet these
ideas are distlnotly seen baok of the Educational
Program of the Bureau, and eapeoially after 1904 when
the work was first definitely organized.

From the view point of the mental condition of
the people* the Bureau of Education followed three
directions. These were not closely formulated thus
but were nevertheless the directing principles. First,
they were to use all natural mental qualifications poss-
ible as the foundation for instruction. This of course
recognized that the chief mental characteristics of a
people would be of greatest value for the development of
their natural surroundings. Second, they were to cre>
ate new interest and arouse enthusiasm by showing new
values in their old possessions, and by showing the
possibilities of new things added to their life. Third,
they were to supplant all habits or types of mental con«
duct that hinder or distract, with positive forms of
metatal conduct.

Ur. Freer, an American teacher, wrote as early as
1906 saying that the Filipino is eager to learn from

24

books ar«3 all other means. That when he has learned how,

he studies very dlltf^ently. He la considered as mentally

alert, with a passion for leamlnf^ that can be sustained*

Furthermore, thflit he Is ea/rer to learn from us who have

Vesteim civilization, and Is very reapp otful and obedient

to his instructors. He is appreciative, docile, pjpntle

1
and dependent*

These admirable characteristics, however, did not

suffice as motive power to lift an undeveloped people and

country to any considerable height of development. It

was not, sufficient to stir the people from centuries of

lassitude due to the tropical heat and bounty of nature, to

the ideals and achievements that were for their own well

being. It took some considerable study and planning to

persuade them of the necessity of study and action of a

new type if they were to obtain fpon their surroundings

any considerable benefit. Their teachers, however, used

this desire to learn and by coupling it with others made

it serve them acceptably. The pronounced mental traits

1

Freer, W.B., The Philippine Experiences of an
American Teacher, j. 275.

25

which they uaed were, (1) their natural Inqusltlvenesa to

know about that which they do not understand, (2) their

natural artistic and mechanical aptness, #ilch aided by

Imitativeness and keen Imagination gives an easy ground

for practical instruction. Couple these with their

devotion to their little farm, their keen delight to work

with tools or anything they can handle, and their eagerness

for results that are immediate and you have the direction

for the Bureau's policy. (3) The atmosphere in which they

have lived was one of social freedom and they have felt but

little social restraint even though they have been the

1
economic slaves of the small wealthy class. This spirit

is strong and has a dominant influence in their conductJ

Anything that will strengthen this feeling by added comfort

or social distinction due to the same will spur them on to

labor and study.

The Pllipino has been accused of being lazy and shift-

2
less. This was true. It did not pay for him to be

prosperous, for his earnings went to meet the demands of

1

Le Roy, Jos. Philippine Life in Town and Country, p. 65.
2
Foreman, J., The Philippine Islands, p. 180

26

the Church which taught him to give the fruit of his
earnings to the cause of religion, or else to the one to
whom he was perenially in debt. He was free in conduct —
but he was ever a slave by political and industrial
barriers. He did not care to learn; not because he was
not anxious to know, but because it was of no advantage to
him to know what the Spanish school taught. But immediate-
ly when education became the doorway to better home con-
ditions, to actual powor in participating in civic life,
and in the elevation of his social position, he wanted the
school. the son*s education soon meant freedom from
debt and the removal of fears for the future, which things
in the pnst he had stoically taken as a part of his lot.
At first the boy wanted to be a clerk or small office

holder — the height of all glory. However, being quick

1
of apprehension, he saw that the practical sciences and

agricultural studies were the things which would benefit him

most, and was willing to make the vocational studies the

1

The Report of Philippine Coramisslon, 1900, Vol. 2,
p. 283.

87

centre of hie life training. That the Filipino was

capable and worthy of the confidence of his American

teachprs has been well demonstrated by his conduct In the

past. That he would be able to see with a world vision

was not expected in the psst, but this was due to the

fact that he had but little to stimulate him to larger

1
views of life.

In the newly created middle class there is a great
spirit of fellowship and co-operation. The word associ-
ation, seems to be a magic word with them. But in the
old free and easy life where high and low rubbed shoulders
in everyday intercourse there was a pronoxinced tyranny,
even within the low class itself. There seemed to be no
sentiment, honor, nor magnanimity — apart from the hospi-
tality which was prided by fear. This geniality so marked
and distinct was to him a life insurance policy which he
used to guard himself from attack by others. so also,
his Interest in others was often a cloak for his inner
cowardice, by means of which he hid his own fears and kept

1

Foreman, *r.. The Philippine Islands, Vol. I, p. 184

28

watch on the actions of them. At times, too, it was

merely uncontrollable curiosity. He seemed to show no

heart response to his benefactor at first, and the first

respect was that which he gave to one superior or brave

1
and daring. But he has changed in all these respects

into an admirable and responsive friend.

Briefly let us mention a few of the other outstand-
ing features of his personality. He was exact in none
of his habits, not knowing what it meant to perfect any-
thing. He was fearful to the extent of losing all self
control, he was vicious under a cloak of serene counte-
nance. In labor he could go on for a long terra if the
results were near and visible. But in nothing was he so
constituted that there was no need of change either by
development or substitution.

1

Le Roy, James, Philippine Life In Town and Country,
p. 81

29

Chapter II
THE MFTHODS OF APPLYING THFSF PRINCIPLFS.

Organization - Although the foregoing principles were

Nature of not all clearly expressed in the program

the Organ

of Method of the Bureau of Education, we find that

the Director, his staff, the superintendents,
»nd teachers working through this powerful organization
were building on these principles and making direct prac-
tical solutions for them as far as possible. Whether
consciously or unconsoiously, the important part of the
matter Is that they are gaining the ends to which these
Ideals or principles pointed. Not only Is the organ of
this Bureau a harmonious, co-operative body, hut it is work-
ing in harmony and unison with the Bureaus of Public Health,
Forestry, Agriculture and Lands, Commerce, and Printing

and others. It is successful because of the proper recog-

1
nltlon and credit it gives Its officers. Its success among

the people is that the schools are a part of the people and

1
Crone, F«, Report of National Fducation Association
1915, p. 170

so

not Inatltutlons planted in their midst.

The organization is centralized as follows :-

Director of
Fducatlon and
two Assistants .

( General
( Office

( Chief Clerk

{ Accounting Division )

( Prope rty
( Academic
( Industrial
( Building
( Records "
( Traveling Inspectors
and Instructors

tt

"Experts

AsaHs*

Superintendents of )

Insular Schools, ) Heads of Departments

Normal, Union and ) Instructors.

etc.

Division Super-
( intendents
(

(

Supervis-
ing
Teachers

(

Assistant supservis-

Ing te«iohers
Principals of cen-
tral schools
and intermediate
schools not di-
rectly under
division super-
intendents
Principals of high and trade
schools and intermediate
schools not urder super-
vising teachers - - - -
Instmctors.

Miller, H. Report of National Education Association,
1915, p. 1116.
2
Crone, Sixteenth Annual Report of the Director
Education, p. 10*

31

First Methods From the very first the suooess has de-

of Prooedure.
The Teacher. pended on the oversight and Initiative

of the American supervising teachers and
superintendents. Their task It vas to know the people and
their needs, and to present these to the aunlolpal oounoll
and Bureau for consideration. It was their task to win
the favor of the people and be the social influence repre-
senting the schools. In the early days their methods were
not the teaching the "three R's" in the class room but he
was In the home and in the Filipino's native haunts seaiolx
Ing for ways to meet his crying needs. Here was the be-
ginning of industrial education, agricultural Improveaent,
and public life, including health and sanitation, Suob
direct findings became the basis not only of the general
direction of the educational policy but gave the material

for the nature of the courses and the new series of text

2
books directly applicable to their local conditions. The

native teacher wcta enlisted at once, and his training has

developed with the systen.

1

Barrows, D.P, , Fifth Annual Report Director of
Education, p. 42.
Q

Miller, H., in National Educational Association,
1915, p. 1116 ff.

6a

Method oS At the first the eohool was oonfronted by the

Unifying

Work> problem of the many dialects. How oould in-

Language

struction and texts be applied to so many or

how would they ohoose one to apply to all? These were

impossible of solution as they were, for the task of

learning the languages and supplying the texts was an

utter impossibility, as also was thelbiope of getting all

other tribes to accept one dialect. On the other hand

English is the business dialect of the Orient, the best

business and trade journals are in English, the teachers

must be taught in English, and the Administration had to

1
be in the hands of competent foreigner!* Perhaps, next

to the direct influence of the teachejr and superinten-
dent, the use of English has been the g.^«atest factor in
the development of the Phillipines. It has aided in all
lines of educational development, and especially has it
been a means of arousing new interests, of unifying the
people, of giving a world consciousness, and creating

1
Parrows, Annual of American Academy of Political
Science, 1S07 , 30:74. Also Marquardt, W.w, , Department
of Distribution or Education, 1918, pp. 36, 37.

33

larger narketa as channels for surplus production. It

is needless to say that the use of English ^s nade the

teaching of the sciences and arts a sucoess^and very easy

for the reason that It gives an exact langtmge for one that

has very few technical terms. The method of teaching

£ng:lish is in itself very interesting. The boy comes to

the class with no knowledge of the school or the language.

But by constant use he learns class directions in a few

days and then by chart and pricer he learns his knowlsdge

of other subjects and to read, write and speak at the saae

time. His ioproveiaent is JKirvelo\is. Inside of these three

1
years he can now learn to speak English very well.

Method of At present there is no tiae for Inflexible

Development
of The System courses or theories of sduoation. There is no

rest, but there is constant growth and development. Con->
tinuous surveys of home life, agriculture, Industry, busi-
ness, and political conditions continx;cally formulated new

3
courses. As the condition of the people change so the

I

Barrows, D.P. , Eighth Annual Report of Director of
Education, pp. 35-36.
3

Uarquardt, W.W. , Report of Director of Education,
1918, p. 38.

educational method undergeee transition. The training in

everyday arts that build a better, saner, and higher

daily life is largely sought by the pupils, and they give

1
good account of themselves as workers. Such growth and

development on the part of the pupil demands a greater

development on the part of the school. The i^^ost Intelli-

r>

gent work in the world is being done rigiht here.

At first simplest methods were used, along with the
general education, to teach the pupil to improve his looil
lnd\JLStry and thus his general surroundings. By 1904 the
system was fitting the pupil in a three year course for
citlsenshipi fitting him for everyday business transac-
tions; was purposing to give him a large view of world

3
life by geography within the primary school. The inter-
mediate school was enlarging to training in civil govem-

1

Goode, J., Our Educational Experience in the Philip-
pines, p. 10.
2
Ibid., 11.
3

Barrows, D.P., Outlook, V. 80, p. 869, article by
Le Roy.

35

z'

ment, history, etc., with three years of elemeatary

selenoe, and shop, and garden work. The secondary school

was formed more after the pattern of our American High

School, but w«g more for technical or semi-professional

1
schools. By 1915, the Ideals and the desires of the

people had made such gre^t growth that the whole course
had to be changed from the primary to the secondary, and
a University and Normal school had been developed. The
change of Ideals was the result of practical Instruction
which definitely reacted In the people's lives. Indus-
trial, agricultural and scientific training had become the
center of all the school activities. The Primary still
had Its work In English and the practical subjects deal-
ing with health, sanitation and citizenship, but the
emphasis was on preparation for life and the method was

that of training In the local Industries, manual training

2
and agriculture. The Intermedlit© school has become a school

which, like the Primary, Is complete In Itself and fits

for life.

Barrows, D.P., Article by LeRoy, Outlook, v. 80, p. 870.
2.
Crone, P., Article In National Fducatlonal Association
1915, p. 169.

36

Hero they apeoialize in fanning « trading, doxeetio soienoe,

1
cocui^erciaX and te&ohing oouratts. But this laat is faat

being advanced to Secondary standing. The Seoondary School
has come to follow very closely our Aiserioan High School^
hut they are giving courses in surveying, oommerce, naviga-
tion, agrioulture, trade and normal work which are leaking
•pecialists in these practical lines. The work of the rjni-*
versity is very intereetii^ in that they do not aet the re-
quiressenta for the preparatory schools but supplement thsir

work, laying ewphasls on Pliillppine Education and preparing

1
men to develop the present type of work. The work here ie

a preparation to develop the resources of the Islands, and
no loan can reach the University iintil he has had soatt
training in the industries or arts and crafts of the coun-
try.

The original plan was to organise every Christian
province into School Districts under the supervision of
•upervisors and tesohers, and in every municipality and

I ■

Crone, F. Article in Rational Educational Asao-
olation, 1915, p. 188.

37

1
large barrio (village) to have a sohool. But the limits

have proved too narrow, for today while the Igorot is

hunting the head of hia neighbors, his boy ie going to

a farm or trade sohool eager to learn and bringing the

3
fruits of his labor to the family store. No program

is needed to push the int^^rest or create a demand for
sohools. The only hindrance ia the laok of funds and
teachers to oarry out a mora extended work. The people
are voluntarily giving and building the sohool houses
and are taxing thetaselves for this greatest of all
interests in their lives. To start a sohool all that
is needed ia a teacher - th3 people will help get at
least a temporary building, and the pupils will come.
There is no ne?2d of laws foroir*g attendance or pro-
hibiting delinquency. They love the sohool.

Educational The suooess of this extended system was

Method - the

Native teacher largely dependent on the training and ability

of the Filipino teacher. Without the American Super-
vision the present success "vould never have been known.

1

Parrowe, D.P, , in address by Le Roy in Outlook,
V. 80:387, August 5, 1905,

Z

Barrows, D.P. , Report of Director of Education,
1908, pp. 45-50.

36

But to make a sygtern for the people with universal suf-
frage and freedom as Its aim, was, and still la entirely
out of the question If attempted alone by foreign teachers.
Hire is where the native teacher was used, and that will-
ingly, thoup;h he was at a gr«Jat disadvantage because of
lack of training. The first director and his aides, the
superintendents and teachers, found very few who were able
to be used as they were.. But the Filipino was eager to
learn, and so the method of studying one week the things he
imparted to the children the next, by special instruction in
mssemblies, by pamphlets and special agencies he has proved
himself worthv of the faith put in him. The Bureau has
paid special attention to this phase of the educational de-
velopment, and by improvement of standards, the advancement
of opportunities, and the creation of a fine social at-
mosphere, has created nothing short of a miracle in the
teaching profession.

Practical Let us examine briefly the methods our teachers
Methods used

and I^reau used in creating inspiration, developing

the latest possibilities, and in lifting

39

the tvhold piano of tha xiation&l life. The course

folloved in the whole prograa ehowe conclusively the

value of Vocational Sduoation, that the best way to are»te

educational interest and oarry out the intellectual develdp-^

meat is to use those things provided in the natural surround-

in«;s as the instruoents of ;sethod.

X. The home wis in dire need. The teaoher saw the

neoosftity of adding to its earning power. He saw that

where they made hats, Ittoe, cloth, or otner native arti-

1
olee In the spare hours that the sondltions were better.

So into the sshool oane the'^ork of the land and its values

were estioated, its costs and pra.ctir>ility aooounted, and

«h6r 3 of real worth it was developed hy the sohocl. The

returns at first went to the teaoher, then to the boy or

girl, then the work was developed in the hone and enooijuraged

if worth while by exhibitions and exportation. These

home industries developed skill and i^^ere the foundatione

for greater aocotaplishiaent. They give the ne-eded returns

for inspiration, they inoreased by their earning power

the conditions of the hone. They aroused a new attitude

1

Barrows, D.P., Report of Director of Education, Phil-
ippine Islands, 1933, p. IG.

40

toward labor -beginning th&t transformoktlon whloh it taking

the false ideals of aohlevement away. Where possible these

native Industries have been developed so that there is a

larger produotion and better quality and a growing world

■arket for these honie and school products. The need of

olothee for oold children has called for practical sewing,

the elevation of ideals has created a desire for chairs,

tables and other art idea of household use, and thus there

have been added the isanual training courses and the shop

courses of other industrial types also. So has grown up

ft system of education that in Its Prlaary school strives

to make each hoae a center of production.

aohool
8. And so also with the/ garden which produced only

a few vegetables on a snail impracticable scale at first.

In this school garden with its little plot ,there was

developed a new attitude toward labor. The teacher taught

and worked with the boys and the boys took the fruits of

their labor home. And then came the home gardens with

school supervision which bore substantial gain to the

grower, and new and more nourishing food to the people.

Even the preparation of this in a way that is palatable

41

has been a work of the aohool. This work led to the Im-
portation of foreign seads and the adoption of .i«w methods
of garden work. And this little sohool industry has de-
veloped by the means of instruction, circulation of pam-
phlets, organization of clubs, with contests, prizes, and

fairs until good products can be obtained all over the

1
islands. And then it has reached beyond - to the farm

school with improvement in farming methods - the agricul-
tural school with specialists teaching every branch of
useful agricultural, horticultural and animalhusbandry methods
in a practical way - the University creating its spec-
ialists.

3, In the earliest days English was made th«
language of instruction and very successful it has been in
unifying the peoples of many dialects. Besides this has
hadd the means of bringing the people the benefit of the
western learning and life interests. One cannot under-
stand the tine value of this until he has sef?n the barren

1
Barrows, D.p, , Report of Director of Education,
1904, pp. 33-3.

4S

lift of the peoples of the tropica • l^filleh at once

gttve the Filipinos intercourse with the great trade

of the Par Fast» and brouprht to his mind new interest

of life, and ways to grasp them.

Moreover, the home was crushed In nany many oases

I

by debt, or by unjust social and political standards*

But as soon n« the son or daughter learned the principles
of trade, of ecRBaissions, percentap;e, tax, and the rights
and duties of oltisenship there began to be a chanf?s which
hftc today wiped out nany of the evils* So, not only is
the home a center of industry, improving living conditions,
but It may also be the center of a modem trade, improving
irapl««ente, or doing extensive gardening and farming*
And also within its walls nay live a son, the Justice of
the city or town, who by his sympathy to lift his own, and
his new knowledge of rights, has overcome the arrogance of
the selfish aristocracy* To tell of all the things used
by the school for the training in citizenship would bo
Impossible, but we mentlwi the agrloilturo and other such

1

Barrows, D.P*, Articles by Le Roy in Outlook, v*
80; 871, 1906.
2

Barrows, D.P,, Report Director of Education, 1908,
pp» 16-7 .

48

clubs, th« dab&tlng^ tho school organisation Itself, and
psrhaps ths most Important of all ths sytea of athlstlos
which has created a wonderful spirit throughout ths Islands,
•nllstlng the interest of praotloall/ all the people, as
forces working directly In their lives.

Vs Bust mention In passing the methods used for Im-
proving the physical health and the sanitary conditions of
the land. At first the teacher often fed the J^ungry
children who were poor and undernourished. Thenokae the
added income In the home fron Industries encouraged In tke
hones and the production of better foods In the gardens.
The school staking advantage of these Improvements ^taught
them how to use the foods to advantage by oooklng courses
along the line of their own cooking methods. tn addition

the teacher by his own efforts saved life in the great

1
epidenloft; they taught the care of the body and the gaiuurd**

Ing of the health by everyday habits; they made the practical
sowing to serve the needs of all; they developed the inter-
est in^physloal sducatlon until they have about a 100^

Uiller, H. in Rational Sducatlonal Association, 1915,
p. Ills ff .

44.

1

participation In the schools: and also are guarding

against physicf.l defects of the pupils.

4. The methods have been for the using or develop-
ing of the best possible mental characteristics. The

shop and craft work have developed the artistic, the

2
mechanical and the admirable Imitative characteristics.

By these means mental accuracy has been developed, and

the perseverance developed is worthy of praise. In the

school garden love for property and nature have had

great encouragement, and love for the soil and interest

3
In returns have found satisfaction. Since the school

"brought the raassei into contact with the world's activity,

never has there been a lack of inspiration or for Interest

in large affairs. Rather the Department of Fducation

Is pressed for ways to meet the demands for extension.

In place of the confiising fear there is ability end

self reliance. In place of a detrimental individual-

ism there is an efficient co-operation, team work

1

Miller, H. in National Educational Association, 1915,
pp. 1116 ff.
2
Barrows, D.P. in Annals of American Academy of
Political Science, 30:79.
3.
LeRoy, Jas., Philippine Life in Town and Country, p. 77.

45

And civic asBOoiatlon. No longer does fatalism limit
the mind to the customs of the past for now the Filipino
has a vision of a hotter land and an ability to go on till
he hftS reached it. And now, they have a pride in their
homes, schools, government, roads, and never will they
be willing to be ignorant and poverty-stricken again*
Briefly, some of the agencies uted are the farm
school, farm settlements homesteading new places, rural
credits, removing usury and debt, extension work in all
producing lines, home gardening, fruit growing, animal
breeding, plant and seed distribution, food conservation,
markets and fairs. Pamphlets to clubs, sale of products
of schools to the people and outside markets, sea pro-
ductions, silk production, and many other helpful activ-
ities and agencies including libraries, shop, Inborato-
ries, all of a fine standard and well equipped.

1

Miller, H., in National T^ducational Association,
1915, pp. 1116 ff. Also Foreman in National Fducational
Association, 1915, p. 1156.

40

Chapter III

THF ADAPTABILITY OP TIII^F PHINCIPL^S ARD MrTHODS
TO THF WWS OP SIAM.

The vulu© of the principle* and methods of the
Philippine School System is that thoy are successful
In the purpose of the p;ovcmraent to dovolop the people
and the country for their hl'^eet good. This signal
■ueoess is due to the faot that the builders of this
system have formulated these principles and methods
out of the existini; life conditions and habits of the
people. How, we wish to apply these resiilts to ths
people of Siam« their needs, «nd their schools* The
first consideration is, therefore, - arc the Siamese
sufficiently like the Filipinos In temperament, their
natural surroundings so similar, and their life relation-
ships to environment enough like those of the Islanders
to warrant the adaptation of the artenoles of the Philip-
pine Schools to the same phase of work in Slam*

Let us consider first of all the natural conditions

of Slam, which are similar to those of the Philippine

47.

Islands. (a) The first consideration is the geographi-
cal situation. Siam is a continuous country, having
no islands, and lies between degrees four and twenty-one
North Latitude, which is the exact position of the
Philippine Archipelago, lying just to the east of French
Indo-China. It is a peculiar fact that these countries
are of like extent. The defining of the location brings
us to our second consideration, (b) , the topography,
climate, soil and seasons.

Though Slam, unlike the Philippines, is one continu-
ous country reaching alwiost to the Chinese border on the
north, and down the Malay Peninsula almost to Singapore
on the south, still its topography is very similar to that
of the Islands. Slam has one great river bnsin which
is not comparable to anything in the Islands because of
their small areas. But apart from this, we find they
both are countries with comparatively high mountain
ranges dividing fertile valleys and plains. In both
instances we find, too, that this physical condition
affects the climate and the people. Speaking in general,
in Slam, the climate is very hot with a very humid depres-
sing atmosphere which varies but little in the course of

48

the year. As one ffoea south it Intensifies In heat,
with less chanp;e, while the opposite to the north.
But In the hill and mountain districts there Is a change
which Is very marked and which, in contrast to the lower
levels, or southern areas Is very cool - even cold at
times* This description exactly corresponds to the
climatic conditions of the Islands.

Practically all the mountain valleys and coast
plains have been jtmRle regions, and consequently the
heavy soil is very rich with the decomposed Jungle vege-
tation. In many places there are rich volcanic deposits,
and in others, the soil la a heavy clay which has pro-
duced crops for centuries without artificial fertiliza-
tion. Such, briefly describes the general character of
the soil of both lands mentioned, and under the quicken-
ing powe>r of the tropical sun they produce rapidly and
abundantly. I*uch might be said of the rich mineral
deposits of Slam and the Philippines, but it is sufficient
to say here that these natural resources, which are great
and valuable, have hardly been touched to date.

49

Pvery traveler of the "^nst knowa the horrors of
the ChlnA Sea d\ie chiefly to the monaoon and typhoon*
To the eaat of the 8c« lias the Philippines, and to
tha west. Slam* Both are In the trail of these season*
al winds, and thus the eeasona are correapondinpily the
same* They have the intensely hot season, at its worst
in Aprils followed by the equally as marked rainy season
when everything Is flooded, and between these periods
from ^otober to February is a season when the only
moisture is the heavy dew, or that artifioally applied
by irrigation* though this is the coolest part of th«
year and the best for food production the soil becomes
so dry that it oracka and beoomea extr«neny hard*

(o) The fact that the Piliplnoa arc primarily an

agricultural people hit been clearly indicated above*

1
This is none the leas true of the Siamese* Like the

Pilipinos were at the time of the American occupation

their chief diet is rice with a few native vegetables

T

SDth Century Impressions of Slam, p* 135 ff*

50

and an abundance of tropical fruits • The products that
are similar may be described as follows J those culti-
vated, which are rice, tobacco, hemp, com, various native
vegetables and tropical fruits; natural products are
bamboo for houses and various arts, hard-woods as teak
in Siara, and ebony in the Philippines, and various fruits
and materials gathered out of the jungles; and finally
the manufactured articles of cloth — some wonderfully
woven, carved articles, silver work, basket and mat weav-
ing from bamboo and other products, and aatlve pottery
for local use. In both lands the homes are principally
of bamboo as are most of the fixtures and implements
for home use and field service.

(d) I believe if an average Pillpino stood beside
an average Siamess that the untrained eye would not be
able to dlstinfruish any racial difference. As races
they are almost identical in physical qualities. They
stand on the whole *out medivim height, are slight but
strong and have the Malaysian type of face and eye
rather than the Chinese. It has been the habit in both

51

Instances for the people to build their vlllagea In
little groups by the edge of their rlqe fields, on the
banks of the rivers and streams, or by the sea-shore.
The implements of home and farm no leas than the housei
themselves are identical. The home, too, is elevated
on tall poles with floors and walks of split bamboo
and the iv>of of thatch or nlpa. Almost invariably the house
is situated in a private jungle of banana palms, cocoanuts,
mangoes, guavas, etc. There are many other points of
likeness such as his amusements, etc., which might be
emphasized; but to fail to mention the high position
accorded to the woman, the clean moral ideals and good
standards of living, the seemingly unfailing good will
and hospitality ,and finally the stoicism and cowardice
which are manifest together, would be to ignore those
qualities for which both peoples are noted. The mental
likenesses which both possess have been discussed in
Chapter I, Section 3, on Psychological principles*

As to the American educator the languages or dia-
lects of the Philippine tribes offered obstacles, so

oc

those of Slam do, and will continue to place serloua
hlnderances to an adequate education. The Siamese
problem deals only with two main dialects In Its efforts
to reach the majority of the people, hut, as In the
Philippines, there are numerous mountain tribes with their
linguistic peculiarities. The difference Is great in
some Instances, for example, while the two chief dialects
are tonal and very much alike, some of the smaller tribes
have no tones at all. Two other difficulties to be over-
come are, firstly, to ^t one tribe to pive up their
dialect for another - which is impossible, and secondly,
to translate adequately the texts for use into this
language, which is descriptive and lacks exact and
technical terms .

(e) There are a few Interesting points In refer-
ence to the historical background of these peoples that
may be pr* esented at this point in the comparison.
Perhaps these facts and theories may help us to under-
stand the many strong points of resemblance. It is
claimed by many that at one time the Philippine Archi-
pelago was a part of the main land of Asia and that

53

the inhabitants settled on this part of the Continent

iihile still intact. But there are facts, both from

the tradition of the Siamese and Laos tribes of north

Slam, and also records in Chinese history which show

that many centuries before, these Thai (Siamese and Laos)

1
lived in China south of the Yangtse River* And,

further, we can fir-^. today these people so similar to

the Filipino in physical and mental characteristics

have migrated to South China, French Indo-Chlna, Burma,

and into the south of Slam on the Malay Peninsula.

Again, claims are raad« definitely and unquestionable

to the fact by many authorities that the Filipino is a

Malaysian. This Is based on the argument of types.

Influences In the language, and the habits and character-

2
istlcs of the racial Inheritance. The same claims may

be made for the people of Malaysian Peninsula, the Siamese,

and their brothers and kin to the north. Not only does

J-

Freeman, J.H. An Oriental Land of the Free, p. 13
2
Atkinson, Fred W. The Philippine Islands, pp. 58, 59,
258, 294.

54

their location and habits prove thlg, but the Influence

of the Malaysian language la felt In the Siamese as well

1
as the Filipino tongues. It may be well to mention In

passing the Influence of the Indlonese, of whom the

Philippine Commission say that they had a great Influence

In elevating the Filipino standards of life, and committed

to writing the spoken tongues. This la exactly what was

accomplished when the priests and peoples of Burma and

India moved east over Slam to the borders of the China

Sea. Slam today has these Influences, which played a

2
pronounced part in the history of the Philippines.

For over two thousand years Buddhism has been the

nominal religion of Slam and for about three hundred

years, Christianity through the Catholic Church has been

the faith of the northern islands, while Moharamedism has

been that of the Moro In the south. But the real belief

of all has been, and still is, to a great degree, animism.

1

Cartwrlght, B.O. In Twentieth Century Impressions of
Slam, p. 218
2

Freeman, J.H. An Oriental Land of the Free, p. 15.

60

This is the powor that has swayed the lives of "both
peoples and ha 3 been the ground of fears, retardation,
and false aims which have prevented the enlarging of
their vision and lives. In the Philippines the work
of the schools and the missionary enlightenment have
removed these barriers, but as yet the Siamese are not
free because their educational system is overshadowed
by animism in the guise of the State Religion - Buddhism.

The folk-lore and habits of daily life are
amazingly alike. To read of the conduct of the Filipino
in his daily tasks has often made me see pictured in my
mind the life of the Laos of worth Si am. So also in
their religious rites and ceremonies, and in their
fetish there is something strangely familiar. Perhaps
it is the coranon idea of soul stuff and spirit occupation
of all matter which is back of all animism which has
brought similar results. However, the problem is a
vital one still in the way of an education that v/ould
liberate the spirits of the Siamese to grow and enlarge
into a useful people.

Taking into consideration the above facts which

56

Show ooncluaively the oneness of tho problem of the Siamese
with the Philippine, it is safe to proceed to the evalua-
tion of the existing system, and propose a plan of recon-
struction, adapting the principles and methods so effect-
ive in one to the like situations of the other.

2. The Present Educational Situation in Siam*
The system and tho schools of the Siamese are now fashion-
ed after the classical institutions of England, and
Germany- This prdsent system, as it is being developed
today, has been in vogue about the same nianber of years
as the Merican have been in the Philippine Islands. If
we are to measvire the success of the former as we have
the latter, i.e. in terras of the beneficial returns in
the national life, or by the interest the people have
taken in the schools, we must recognize and declare that
it has failed in the aim of all true education - to fit
for life. Tliis does not necessarily mean that no good
is accomplished, for a general education has beneficial
results in the Orient as well as the Occident.

The Organlaation of the School System is centralized
under the direction of the Minister of Education at

57

Bangkok • Tills, as all other branches of the govern**
raent, is under th© direct influence of tlie King and
subject to his wlll» This status, therQfc»»e, makes
the school a branch of government without freedom to
develop as it is deemed best • making It an instru-
ment of a person rather than a people. It is hard to
tell how much or how little liberty the central office
or Ministry has in the educational policies, or how much
they are permitted to use the counsel and direction of
their foreign advisor. next to the Minister, we have
supervisors of large districts, and then the supervisors
of the smaller districts under these. Over each school
is the master cr principal with power of local super-
vlsicm.

The weakness of the organization is not in the
machinery but in the fact that, although there are some
good men at the task, the Siamese do not seem to know
the principles and methods that will meet the peoples *
needs. Further, they have not the genius to gather
materials, construct practical lines of work, and adapt
these to the circxamstances of the people. Then, too,
in estimating the weakness of the system, it must be

noted that thm^ io no «xt©naiv© pro0nwi t« lagpfroire tii©
^••chor ao he tralii»dl «Qd dissected tander th« Hiilipipln®

Srn«Qt efforts are belxig mad* t« tr&ln t6t>.eh€«Ni in
th» sonaal school* speolal Institutions tx»ftiB Is zaediolnvn
l«w» military aoionoe, etc. But liwpy little effort i«
lieing iia4« to devolc^ farm schools > nnd ts^ie&o h^ave met
with littl© favor and have had lnftii»«llftte support*
Bire Is the only plaoe the vHter feels like being <»^s»«p*
ioosy foP, the only way the people ee e wliole e«in bt
helped Is hy 1iM« hranoh of t3!*8inine>(»nd still the texta
sad tools the i^nreamsABt uses in tliis speeial sehool are
iaftde<|it»tey in pex^ aideeval or prifaitlve*

Situoh mi0a^ be anQpssted for iPiprcfvenent of the
l^resent toxte, for mam^la^ to ee&ae prlntiii^ fiction eaft
nyth as actual facts, and the careful «rr«n|piinnt t^
historical fae*.8 m te their rifgKxi crder or proper
esqliesis* Scuds bettei* taethod mt^A he found in the
Mithed CdT inetiniotion over the Qemmt lectxire laithods
llied in classes of elininiary stexidard«

'ShM products of the school are the aMiare of iimir
value to the naticn* Today^, outside of the tn^ofessicnst
the sohoo3^ is*e producing a nation of clerks » and milltas<7

I

i

I

59

or pollijloal officers. The only hop© the average
pupil has is to be a clerk* The only tMng that most
desire is government service with brass buttons and a
title. The system definitely aims to prepare men to
fill the governments offices, and it is succeeding*
But it is failing to develop the possibilities of the
land in the linos of its natural resources and i7ealth«
which objective alone can succeed permanently, and b©
of value to those whom the school should serve.

No attempt has been made here to describe the details
of organization or the forms which we know to be well
worked out. The value of the system we realize does
not depend on the mechanics, but on the personal and
practical elements. 7/ith this thought in mind we will
give some suggestions for the reconstruction of the
aystan using the existing organizaticwi as the foundation
or point of departure.

3. A Proposed Educational Program.

(a) Because the conditions in Siarn exactly corres-
pond with those in the Philippine Islands, vie are able
to \ise the methods and principles of the latter in
meeting the former's need, and use these in construct-
ing a progressive program in industrial education

1

i

60

with the aim of lifting the whole life of the people*
This is not a ne>7 study, but the reconsideration of
one made by the Siamese themselves* They have mad©
scBiie excursions into the educational program of th©
islands, and have considered many phases of the activ-
ities of Hiilippine Education. If they have seen those
things which have done so much for the people as a whole
they have ignored them in making aijy application to
their own educational problerafl.

(b) Educational reconstruction must begin with a
change of aim or purpose. The system must change
radically as to the service it renders. A progressive,
producing, and competent people must be the product of
the schools instead of men with false ideals of achieve-
ment which are now sent out.

The first step in beginning reconstruction must be
to supply a better supervision. \^thaut hesitancy, the
supervision of all branches of work by ^Ajnerican teachers
is recommended. Next in order is the improvement of
teachers. American or foreign teachers are needed only
for special lines of instruction, while it is necessary
to use the native to re; ch the numbers and to diss^iiin-
ate knowledge among the masses outside the schools.

i

61

Assemblies, conferences. Institutes and all such

agencies are needed with carnpulsory attendance fca:*

the teacher • Par greater is the need of the direction

of an >toerican or European teadier or supervisor to aid in

every-day matters, and likewise, there is a need for

texts on teachers courses giving thorougih instruction

in the subjects they teach. These improvements would

mean the changing of the methods of teaching which is

essential to any real advancement.

(c) The most important recoiamendation we make is

the revision of the whole content of the general courses.

Or the whole system. In fact, must be changed from a

classical type to one of practical instruction. We

have spoken of this befofo, but here make specific

suggestions for such plan with Idea in mind of immediate

operation and effectiveness.

1. Agriculttiral activities. Center
A. Practical Instruction

having power to stimu- instruction in garden work and
late interest and act-
ivity, teaching with definite advantage

to the people. Enlarge the home

J

oeod!}« ote*, ^ii<^ »»9 ftl}MNitf3r appli«»

of local ini3ttst3do» irkpMgvsA to ^»efal
^gPtt* Iftlliigglnc to trad9s saA untmmm

t«3KU of th« fhilipyiiii mwmu «r MMi»
oati«ii«

§« ^Ivle «s»Sl SQOial ittstsniotloD* E&lar|S6r3«nt
«i ps*«8«ant ooian^* in Bimmm «7»t«B with
pmetieetl applieatioti in ftliibdy gnaM»eto*
PJWiWfiitic idaals of cltizoxMOiip SMd^
in WoMiXlg l^luBS* Bract! eal hoallll
iii9tviiiti<M» Sanitatian tann^t t^r p pM*
tioaX net&ods^ for ©aisiaple aodol vllliasea,
lioiMi^ ete« tree c£ sir^le vtam6!k0B*
&wm fop physical defects* 'Traininc for
tiodily devoloprsent « tu^vepsal piiyaical
eulttare « gas«d»n iravli«

4* Propet* balaxioes of diet and nethods Of

J

63

B» The Place of
Classical In-
stiruction

preparing new foods •
!• The traditilmal subjects to serve the

practical education In all lower schools .
8* The cult\H^l studies to give a larger

vision of life in lower schools, and to be

given as specialized studies for advanced

literary training.
3* English and other languages to be given

as means of a world outlook. It is not
essential, but instruction would be

more definite in English.
4* Recornraendation that the same proportions

be used for practical and traditional

studies as fourwi in Philippines.

C. Definition of 1. As in the Philippines, the schools be
Limits for Courses

defined as Primary, Intermediate and

Secondary. Beyond this the Hormal
University and special trade of pro-
fessional schools.
2 .The Primary, Intermediate, and Secondary

64

BChools to be on the 4-5-4 plan*
3. Each unit to be complete in itself and
give a finished education for a certain
group of pupils.
4* Each unit provide instruction introduc-
tory to the next hi^ school.
D» Eq\iipmant. 1# Adequate school grounds with proper class

rooms and eqiiipraent* Grounds large
enough for athletic field and courts.
Ample room t o provide for practical
gardens or farms for experimental wark#
2* Complete laboratory and shop equipments
and modern tools and implements for the
garden and farm.
Z» A revised series of texts to conform to
the needs of the new type of instruction.
Use of the Philippine texts. English
texts \ised if possible.
Wo cannot say that tliese reccsanendations will achieve
ftt once the raarveloixs transformaticai in the life of the
Siamese which has been seen in the whole life of the

65

Filipino. But there la no question as to tlie effect
that will be made. Prcctically notliing has beon or is
being done to elevate the masoes by improving their
conditions of life, and they are eager to receive any
aid we have to offer them and to leai^n all things that
will improve life conditions in practical things* It
is the firm conviction of manj', including the vn,^iter#
that the adoption of ideals, principles, and methods,
such as have been and are being used in the Philippine
Islands, will result in a corresponding interest in
education and In like results in the elevation of the
people*

66

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Barrows, David P.

Fourth Annual Report of the Director of Educa-
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Barrow», David P.

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Annual Report of the President of the Univsrs-
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Blair and Robertson.

Ths Philippine lelands. A.K. Clark & Co., 55 vOls.
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Broim, Arthur J.

The Hew Era in the Philippines. Fleming Revell
& Co. Hew York. 1903.

Crone, Frank L.

t. -Twelfth Annual Report of the Director of Educa-
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Fifteenth Annual Report of the Director of Educa-
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Daunoey, Ura. Campbell.

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Low, Mareton & Co., Limited. London. 1999.
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Our Educational Experiment in the Philippines.

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69

i£iXl«r, John llaurio«.

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Boston. 1904.
Sanger, Gen. J.P.« U.S.A.

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i

72

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\

I

73

PTBLIOOHAPHY ON SUM.

Cortwrlghtf B.O.

The Siars<»ge Language In 20th Century Impreesions
of SlaB. (pp. 31-3-20)

7reen&n, John H.

An Oriental Land of the Free iVestminater Press.
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Hs.rri», W».

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Education in 30th Century

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Imports, Exports and Shipping i<n 20th Century
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